Down the Rabbit Hole: Using "The Matrix" to Reflect on Teacher Education

Autor/inn/en	Batchelor, Katherine; Sander, Scott A.
Titel	Down the Rabbit Hole: Using "The Matrix" to Reflect on Teacher Education
Quelle	In: Studying Teacher Education, 13 (2017) 1, S.68-86 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1742-5964
DOI	10.1080/17425964.2017.1286577
Schlagwörter	Films; Popular Culture; Teacher Education; Educational Methods; Self Evaluation (Individuals); Social Justice; Democratic Values; Curriculum Research; College Faculty; Teacher Educators + Suchen Sie Ihr Suchwort? Film; Popkultur; Lehrerausbildung; Lehrerbildung; Educational method; Erziehungsmethode; Soziale Gerechtigkeit; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Fakultät; Teacher education; Education
Abstract	In this article we use "The Matrix" movie as a heuristic device that offers two possibilities for conceptualizing teacher education: as a mirror (looking at ourselves) and as a window (looking at teacher education). We begin by sharing our interests and reason for using self-study while examining the components of "The Matrix," noting parallels between key elements in our educational world and Neo's world. Here we unpack scenes from the movie while making connections between the Matrix world and the world of education in order to problematize many of the longstanding, traditional notions that hinder or prevent all of us from awakening fully. We then discuss how our journeys have been influenced and altered by both self-study and curriculum study, noting the many similarities of our plight of existence with Neo's false reality by using our experiences as a lens to re-surface the messages in "The Matrix" for a new generation. These messages can serve as entry points in order to initiate conversations that expand current notions of the role of a teacher and the purpose of school toward more socially-just, democratic ends. We close with personal revelations and implications and consider how our stories can be used as a point-of-entry that can inform teacher preparation. Overall, we hope that our experiences will help others begin to question the seemingly common-sense notions and often unquestioned traditions deeply entrenched in our current world of education that are related to teaching, learning, and learning to teach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01